CPS School Quality
Rating Policy
Office of Accountability
November 2014
Agenda
•
•
Introduction to the SQRP
•
Purpose & overview
•
Communication plan
Policy Scoring
•
Assigning Points
•
Weighting System
•
Assigning a School Quality Rating
•
Assigning an Accountability Status
•
Appendix: Metric Definitions
•
Q&A
Office of Accountability
1
Introduction to the SQRP
Office of Accountability
2
What is the SQRP?
• The School Quality Rating Policy (SQRP) is the Board of
Education’s policy for evaluating school performance.
• It establishes the indicators of school performance and growth
and the benchmarks against which a school’s success will be
evaluated on an annual basis.
• Through this policy, each school will receive a School Quality
Rating and an Accountability Status.
Office of Accountability
3
What is the Purpose of the SQRP?
The School Quality Rating and Accountability
Status serve the following purposes:
•
Communicating to parents and community members about the academic
success of individual schools and the district as a whole;
•
Recognizing high achieving and high growth schools and identifying best
practices;
•
Providing a framework for goal-setting for schools;
•
Identifying schools in need of targeted or intensive support; and
•
Guiding the Board’s decision-making processes around school actions and
turnarounds.
Office of Accountability
4
How is the SQRP Different from the Performance
Policy?
“Old” Performance Policy
• Metrics centered on assessments,
attendance, and progress towards
graduation
SY14-15 School Quality Rating Policy
•
Metrics better aligned to district’s
strategic action plan, e.g., college
enrollment, persistence, priority
student group growth, 5Essentials
•
Five-level rating to more effectively
differentiate schools
•
New Option School model more
targeted to the students served
•
Significant changes to ISAT make it
unstable for year to year
comparisons; replace with NWEA
MAP
• Uses CPS historical benchmarks
•
Performance benchmarks are tied to
national standards where possible
• Does not account for test participation
•
Target test participation rate of
95%
• Three levels of school performance
• Evaluates Option schools using
traditional high school metrics
• ISAT is the main elementary
assessment
5
What Measures will be Used?
Elementary Schools
Metric
Student Growth on
NWEA MAP
High Schools
Weight
25%
Metric
Option Schools
Weight
Student Growth on EPAS
20%
10%
Student Attendance
20%
Growth of Priority Groups
on EPAS
Growth of Priority
Groups on NWEA MAP
10%
Student Attainment on
EPAS
10%
Student Attendance
10%
Freshman On-Track Rate
10%
4-Year Cohort
Graduation Rate
10%
Early College / Career
Credentials
5%
1-Year Dropout Rate
5%
College Enrollment
5%
College Persistence
5%
5Essentials Survey
5%
Data Quality
5%
Percentage of Students
Making National
Average Growth on
NWEA
10%
5Essentials Survey
10%
Student Attainment on
NWEA MAP (Grades 38)
10%
Student Attainment on
NWEA MAP (Grade 2)
5%
ELL Language
Development Growth on
ACCESS
5%
Data Quality
5%
Office of Accountability
Metric
Weight
Percentage of Students
Meeting / Exceeding
National Growth on
STAR
30%
Average Student Growth
Percentile on STAR
20%
1-Year Graduation Rate
15%
Stabilization Rate
10%
Student Attendance
10%
Growth in Attendance
10%
Credit Attainment
5%
6
Current policy per state code –
105 ILCS 5/34-8.3
Provisional Support* status
• Not currently used in performance improvement
• Allows the CEO to:
• Draft a new school improvement plan
Intensive Support** status
•
After one year of the school failing to make
adequate progress in correcting deficiencies, the
CEO is allowed additional corrective measures
including:
• Direct implementation of the school
improvement plan
• Provide additional training for the LSC
• Mediate disputes or other obstacles to
improvement
•
Replacing the principal
•
Replacement of faculty members
•
Ordering new LSC elections
•
Reconstitution, contract turnaround
•
Closure
• If the CEO determines the problems are not able to
be remediated by the above methods, the CEO
shall place the school on Intensive Support.
* Listed in state code as “Remediation”
** Listed in state code as “Probation”
Office of Accountability
7
Charter Schools
•
All charter schools with sufficient data will receive a School
Quality Rating through this policy.
•
By State law, charter schools are exempt from Section 5/34-8.3,
meaning CPS does not have the same authority to place charter
schools into “Probation” or “Remediation” status.
•
However, CPS charter schools are subject to the performance
standards set out in the accountability provisions in their charter
contract with the Board, and most contracts are tied to – or will
be tied to – the performance standards under the SQRP.
Office of Accountability
8
SQRP in the context of other accountability tools
Tool
Purpose
Relevant Metrics
District scorecard
•
•
•
Tracks annual progress on KPIs from the Action Plan
Includes all schools (district-operated, charter/contract)
Holds district leaders accountable to priorities and goals
•
All metrics that support the
implementation of the district
Action Plan
School Quality
Rating Policy
•
•
•
Identifies schools making academic progress
Differentiates school performance; determines “probation” status
Identifies schools with insufficient academic achievement for school
action decisions (e.g., turnaround, charter watch list, renewal and
revocation)
•
Objective, research-based
metrics for assessing student
learning and success outcomes
•
•
•
Communicates holistic picture of school quality, including academic
measures (teacher attendance, student behavior/discipline, safety,
healthy schools certification)
Provides parents with information for school choice decisions
Broader set of information for
stakeholders, but not
appropriate for high-stakes
accountability
•
Tracks performance on state assessments and AYP
•
State and federal
accountability metrics
•
Provides a state-mandated measure of principal effectiveness
(practice and student growth) for district-operated schools
Provides feedback to support development
•
Objective annual measures
that an individual can influence
School Progress
Report
Illinois School Report
Card (ISBE)
Principal evaluation
•
•
Teacher evaluation
Office of Accountability
•
Provides a state-mandated measure of teacher effectiveness (practice
and student growth) for district-operated schools
Provides feedback to support development
9
How Will Results be Communicated?
SQRP results will be communicated in the following ways each fall:
• Direct Principal Notification: Principals will receive a letter and SQRP
report notifying them of the school’s rating and status.
• Direct LSC Notification: LSC members will receive a letter and SQRP
report, which will be sent to the LSC member’s home.
• The CPS Website: Each school’s rating, status, and complete SQRP
report will be included on the school’s profile page at cps.edu, as well as
on the School Data page at cps.edu/schooldata.
Office of Accountability
10
Where Can I Find More Information?
Materials will be available at the following locations:
•
www.cps.edu (search “SQRP”)
•
Your school’s main office or network offices
Available Resources include:
•
SQRP Handbook
•
PowerPoints and FAQs on the SQRP
•
Calculators
Office of Accountability
11
Policy Scoring
Office of Accountability
12
Scoring Overview
Points
Weighting
Schools are assigned between 1 and 5 points for each
indicator.
Points for each indicator are multiplied by that indicator’s
weight. Weights for all indicators add up to 100%
Weighted Score
Weighted points are added up, resulting in an overall score
between 1 and 5.
School Quality
Rating
Based on the overall weighted score, the school receives a
School Quality Rating of Level 1+ (highest) to Level 3
(lowest).
Accountability
Status
Based on the school’s rating (“level”) it receives an
Accountability Status of Good Standing, Remediation
(“Provisional Support”) or Probation (“Intensive Support”).
Office of Accountability
13
Points
•
Each school receives between 1 and 5 points for each indicator based on its score in the
most recent year.
•
To receive full credit on assessment indicators, a school must have a 95% participation rate.
If the school has a lower participation rate, points are adjusted as follows:
Participation Rate for
Elementary and High School
Participation Rate for Option
Schools
Point Adjustment
Greater than or equal to 95%
Greater than or equal to 90%
No adjustment
Greater than or equal to 93% but
less than 95%
Greater than or equal to 92% but
less than 93%
Greater than or equal to 90% but
less than 92%
Greater than or equal to 85% but
less than 90%
Greater than or equal to 80% but
less than 85%
Greater than or equal to 75% but
less than 80%
-2 points
Less than 90%
Less than 75%
-4 points
Office of Accountability
-1 point
-3 points
14
Weighted Score
•
Each indicator has a specific weight in the policy.
•
Points earned for each indicator are multiplied by the indicator’s weight to calculate that
indicator’s weighted score.
EXAMPLE
•
Indicator
School’s Result
Points
Weight
Weighted Points
School Growth
Percentile on
NWEA MAP
Reading
90th Percentile
5 points
12.5%
0.625
The weighted scores for each indicator are added together to calculate the school’s overall
weighted score, which will also be between 1 and 5 points.
Office of Accountability
15
How Are Ratings Assigned?
•
Schools earn between 1 – 5 points for each metric.
•
Points are weighted according to the tables on slide 6 and added together. The
school’s overall score is also between 1 – 5.
•
Based on the overall score (or minimum attainment percentile – see below), the
school receives a School Quality Rating and Accountability Status.
Overall Score
Minimum Attainment
Percentile
School Quality
Rating
Accountability
Status
4.0 or more
90th
Level 1+
Good Standing
70th
Level 1
Good Standing
Between 3.0 and 3.4
50th
Level 2+
Good Standing
Between 2.0 and 2.9
40th
Level 2
Provisional Support
Less than 2.0
--
Level 3
Intensive Support
Between 3.5 and 3.9
Office of Accountability
OR
16
What Does the School’s Rating Mean?
• Level 1+ is the highest performance; nationally competitive school with
opportunity to share best practices with others
• Level 1 is high performance; a good school choice with many positive
qualities - minimal support needed
• Level 2+ is average performance; additional support from network team
needed to implement interventions
• Level 2 is below average performance; “provisional support” rating means
increased support from network
• Level 3 is the lowest performance; school is in need of “intensive intervention”
directed by the district, charter schools in this category are on Academic
Warning List
Office of Accountability
17
Combining ES & HS Ratings for schools with both
student levels
Combined Score
This formula provides a weighted average of the points earned
on the elementary school model and the high school model.
ES
Points
X
# ES
Students
Served
+
HS
Points
X
# HS
Students
Served
Total # Students
Served
Weighted Points Earned
4.0 or more
Between 3.5 and 3.9
Between 3.0 and 3.4
Between 2.0 and 2.9
Less than 2.0
Office of Accountability
The weighting is based on the proportion of elementary (K-8)
students served and high school (9-12) students served. The
proportions will be established on the 20th day. This method
gives proportional weighting to each grade band, while allowing
the school to set goals, because it will know the weighting at the
beginning of the year.
School Quality Rating
Level 1+
Level 1
Level 2+
Level 2
Level 3
18
Accountability Status (1/3)
• In general…
Level 1+, 1 or 2+
=
Good Standing
Level 2
=
Provisional Support*
Level 3
=
Intensive Support**
• With some exceptions…
* Listed in state code as “Remediation”
** Listed in state code as “Probation”
Office of Accountability
19
Accountability Status (2/3)
Schools may be placed (or retained) in Probation/Intensive Support status if:
• The school has been on Probation/Intensive Support for 2+ years and needs 2+ years of Level 2 or higher to be
removed;
• The school has undergone an action under 5/34-8.3 (principal removal or turnaround) in the last 5 years;
• The CEO has determined Remediation/Provisional Support status is insufficient for a Level 2 school and may place
the school in Probation/Intensive Support.
• There is a failure or refusal to comply with the provisions of the Illinois School Code, other applicable laws,
collective bargaining agreements, court orders, or Board rules and policies, in which case the school may be placed
on Probation/Intensive Support.
-- This includes a school that is in state or federal school improvement status under NCLB and is not in
compliance with requirements of that status.
Schools may be retained in Retention/Provisional Support status if:
• The school has been on Remediation/Provisional Support for 2+ years and needs 2+ years of Level 2+ or higher to
be removed
Office of Accountability
20
Accountability Status (3/3)
Accountability Status will be determined in 2014 based on the following:
Level 3
Level 2
Intensive Support
Yes
8.3 Action in last 5 years?
Intensive Support
No
# Years on Probation
2+ years
2013 Rating
Level 3
Intensive Support
Level 1 or 2
Provisional Support
0 or 1 years
Level 1+, 2 or 2+
Provisional Support
Yes
8.3 Action in last 5 years?
Intensive Support
No
# Years on Probation
2+ years
0 or 1 years
Office of Accountability
2013 Rating
Level 3
Intensive Support
Level 1 or 2
Good Standing
Good Standing
21
Elementary School Model
Measure
1 point
2 points
3 points
4 points
5 points
Weight
National Growth Percentile on NWEA Reading
< 10th pctl.
10th pctl.
40th pctl.
70th pctl.
90th pctl.
12.5%
National Growth Percentile on NWEA Math
< 10th pctl.
10th pctl.
40th pctl.
70th pctl.
90th pctl.
12.5%
Priority Group National Growth Pctl. on NWEA Reading
< 10th pctl.
10th pctl.
30th pctl.
50th pctl.
70th pctl.
5%*
Priority Group National Growth Pctl. on NWEA Math
< 10th pctl.
10th pctl.
30th pctl.
50th pctl.
70th pctl.
5%*
% Making Nat. Avg. Growth on NWEA Reading & Math
<40%
40%
50%
60%
70%
10%
National Attainment Pctl. on NWEA Reading (Gr. 3-8)
<10th pctl.
10th pctl.
40th pctl.
70th pctl.
90th pctl.
5%
National Attainment Pctl. on NWEA Math (Gr. 3-8)
<10th pctl.
10th pctl.
40th pctl.
70th pctl.
90th pctl.
5%
National Attainment Pctl. on NWEA Reading (Gr. 2)
<10th pctl.
10th pctl.
40th pctl.
70th pctl.
90th pctl.
2.5%
National Attainment Percentile on NWEA Math (Gr. 2)
<10th pctl.
10th pctl.
40th pctl.
70th pctl.
90th pctl.
2.5%
Attendance Rate
<92%
92%
94%
95%
96%
20%
ELL Progress on ACCESS
< 25%
25%
35%
45%
55%
5%
Not Yet Organized
Partially
Organized
Moderately
Organized
Organized
Well-Organized
10%
<80%
85%
90%
95%
99%
5%
5 Essentials Survey
Data Quality Index
*The priority group percentile is measured separately for African-American, Hispanic, ELL and Diverse Learners. Each priority group calculation is worth 1.25% in
reading and 1.25% in math. If there are fewer than 30 students in the priority group, the indicator is not used and the weight is reallocated to all-grades NWEA
growth indicators.
Office of Accountability
22
High School Model
Measure
1 point
2 points
3 points
4 points
5 points
Weight
National Growth Percentile on EXPLORE, PLAN and
ACT
< 10th pctl.
10th pctl.
40th pctl.
70th pctl.
90th pctl.
20%
National Priority Group Growth Percentile on
EXPLORE, PLAN and ACT
< 10th pctl.
10th pctl.
30th pctl.
50th pctl.
70th pctl.
10%*
National Attainment Percentile on EXPLORE, PLAN
and ACT
<10th pctl.
10th pctl.
40th pctl.
70th pctl.
90th pctl.
10%
4-Year Cohort Graduation Rate
<55%
55%
65%
75%
85%
10%
Freshman On-Track Rate
<60%
60%
70%
80%
90%
10%
One-Year Dropout Rate
>8%
8%
6%
4%
2%
5%
Attendance Rate
<80%
80%
85%
90%
95%
10%
Early College & Career Credentials
< 10%
10%
20%
30%
40%
5%
College Enrollment
<45%
45%
55%
65%
75%
5%
College Persistence
<55%
Not Yet
Organized
<80%
55%
Partially
Organized
80%
65%
Moderately
Organized
90%
75%
85%
5%
5 Essentials
Data Quality
Organized Well-Organized
95%
99%
5%
5%
*The priority group percentile is measured separately for African-American, Hispanic, ELL and Diverse Learners. Each priority group calculation is worth
2.5%. If there are fewer than 30 students in the priority group, the indicator is not used and the weight is reallocated to all-grades growth indicator.
Office of Accountability
23
Option School Ratings
Measure
1 point
2 points
3 points
4 points
5 points
Weight
Average Growth Percentile on STAR
Reading
<30th pctl.
30th pctl.
40th pctl.
50th pctl.
60th pctl.
10%
Average Growth Percentile on STAR Math
<30th pctl.
30th pctl.
40th pctl.
50th pctl.
60th pctl.
10%
Percent Making Growth Targets on STAR
Reading
<35%
35%
45%
55%
65%
15%
Percent Making Growth Targets on STAR
Math
<35%
35%
45%
55%
65%
15%
1-Year Graduation Rate
<60%
60%
70%
80%
90%
15%
Credit Attainment Rate
<40%
40%
50%
60%
70%
5%
Annual Stabilization Rate
<60%
60%
70%
80%
90%
10%
Average Daily Attendance Rate
<60%
60%
70%
80%
90%
10%
Growth in Attendance Rate
<60%
60%
70%
80%
90%
10%
Office of Accountability
24
SQRP Amendments Since August 2014
Extending Minimum Attainment Percentile Provision (August 2014)
•
The original SQRP included a clause whereby schools achieving 90th attainment
percentile on NWEA Reading and Math (elementary schools) or EPAS (high schools)
would receive a rating of Level 1+. This amendment to the SQRP extends that
alternative rating assignment farther down the attainment scale, as described in the
table on slide 16.
Nomenclature Change (November 2014)
• This amendment included language changing the rating labels from Tier 1 through Tier
5 to Level 1+ through Level 3, as described in the table on slide 16.
Level 1 CEO Determination (November 2014)
• The November 2014 amendment also included language allowing for a CEO
determination to be made for schools where a significant change (e.g. principal change)
at a district-operated Level 1 school has impacted the school. The CEO can now
designate a school in this situation to remain Level 1 for a one year period.
25
O
Appendix
Office of Accountability
26
Elementary School
Indicators
Office of Accountability
27
NWEA Growth Percentile
Definitions:
 Average Spring-to-Spring RIT score growth of students on the NWEA MAP assessment, compared to average national growth for
schools with the same average pretest score. The school is assigned a percentile representing where it would fall on the national
distribution.
Calculation:
 For each school, a national average comparison growth score will be calculated. This will be the mean of the national average
Spring-to-Spring growth scores at each grade level, controlling for the school’s average pretest performance and weighted by the
number of students in each grade level at the school. This comparison score will therefore represent a national average school with
the same pretest averages and the same proportion of students at each grade level. Average scores will be based on NWEA’s
national school-level norms.
 The national average comparison score for each school represents a 50th percentile school in terms of growth.
 The school will receive a percentile score based on how far above or below the 50th percentile it scored.
SQRP Scoring:
Percentile
1 point
2 points
3 points
4 points
5 points
Under 10th
10th to 39th
40th to 69th
70th to 89th
90th or above
Notes:
Student must have taken the same subject test in both periods to be included. Students retained in a grade level are not included. Students are assigned to
schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an
IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5.
Office of Accountability
28
Sample Elementary School
3rd Grade Reading
Grade
# Students
Average
Pretest RIT
Score
National
Avg.
Growth
85
181.1
+13
Percentile Range Targets
190.9
3rd
This is the
number of
students with a
valid pretest
and posttest
score.
Students are
attributed to the
school where
they were
enrolled the
greatest
amount of time
during the year.
Office of Accountability
This is the
average
pretest RIT
score for this
school’s 3rd
graders (i.e.,
the average
of their 2nd
grade RIT
scores)
193.5 194.1
10th
This is
the
average
growth
for 3rd
grade for
a school
with an
average
pretest
RIT score
of 181.1.
40th
The 50th
percentile
score is the
sum of 181.1
and 13. This
is the national
average
posttest score
in 3rd grade for
a school with
an average
pretest score
of 181.1.
195.4
50th
Average
Posttest RIT
Score
National
Growth
Percentile
193.8
45th
197.3
70th
90th
Other cut
points are
establishe
d based
on
distance
from the
50th
percentile.
This is the
actual growth
percentile of
the school
based on the
average
posttest RIT
score. This
school will fall
into the 3-point
range, which is
from 40th to
70th percentile.
Note: The norms in this example are based on fall-to-spring norms from NWEA. NWEA
has provided CPS with spring-to-spring norms, which have been used in actual SQRP
calculations.
29
Sample Elementary School
All Grades Reading
# Students
Average Fall
RIT Score
National
Avg.
Growth
3rd
85
181.1
+13
4th
71
194.0
+9.2
5th
78
201.1
+7.6
6th
115
208.4
+6.7
7th
108
214.9
+4.0
8th
87
216.9
+4.1
544
203.9
+6.9
Grade
All Grades
Average
Percentile Range Targets
190.9
10th
200.4
Office of Accountability
195.4
197.3
50th
70th
90th
202.6 203.2
204.3
206.0
70th
90th
40th
10th
40th
206.0
208.2
10th
40th
211.5
10th
216.4
10th
218.5
10th
209.3
This is the average pretest RIT score for the
school, weighted by the number of students
in each grade.
193.5 194.1
10th
213.6
50th
208.7
50th
214.1
40th
50th
218.4 218.9
40th
50th
220.3 220.8
40th
210.5
50th
210.8
40th
This is the national average
growth for a school with the same
pretest scores and the same
proportion of students in each
grade.
50th
209.8
70th
215.2
211.5
90th
216.7
70th
90th
219.9
221.3
70th
90th
221.8
223.1
70th
90th
211.4
212.3
70th
90th
Average
Spring RIT
Score
National
Growth
Percentile
193.8
45th
201.5
22nd
211.1
87th
216.2
85th
219.1
85th
221.0
55th
211.8
84th
This is the overall percentile, which is based on
the difference between the school’s actual growth
and the national average growth. This school
would earn 4 points in the policy.
30
NWEA Priority Group Growth
Definitions:
 There are 8 possible priority group measures for each school – reading and math for each of the following 4 priority groups:
• English Language Learners (ELL)
• Students with an IEP (does not include 504 plans)
• African-American students
• Hispanic students
 Each priority group must have at least 30 students for a growth percentile to be calculated.
 Each priority group with at least 30 students will receive a priority group score which will account for 2.5% of the school’s rating (1.25% for
each subject). If a priority group has fewer than 30 students, the 2.5% weighting will be added to the school’s overall NWEA Growth
Percentile metrics.
Calculation
 Each priority group will receive a NWEA Growth Percentile based on the methodology described in the “NWEA Growth Percentile” section.
 The priority group’s percentile will be based on a comparison of the average growth of the priority group to the average growth of a national
school with the same pretest scores.
 Note: The national average comparison scores do not account for demographics, so the school’s priority groups will be compared to a
national average for students with the same pretest scores, including students nationally that are not in that priority group.
SQRP Scoring
Percentile
Office of Accountability
1 point
2 points
3 points
4 points
5 points
Under 10th
10th to 29th
30th to 49th
50th to 69th
70th or above
31
Percent Meeting NWEA Targets
Calculation
 Numerator: Number of students meeting national Spring-to-Spring growth targets on the NWEA reading test
plus number meeting targets on the math test. Targets are the national average growth of students with the
same pretest score based on NWEA research.
 Denominator: Number of students taking the NWEA MAP reading test in both periods plus number taking
the NWEA MAP math test in both periods.
SQRP Scoring
Percent
1 point
2 points
3 points
4 points
5 points
Under 40%
40% to
49.9%
50% to
59.9%
60% to
69.9%
70% or above
Notes:
Student must have taken the same subject test in both periods to be included. Students retained in a grade level are not included. Students are assigned
to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students
with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5.
Office of Accountability
32
NWEA Attainment Percentile (3rd-8th grade)
Definitions:
 Average Spring RIT score of students on the NWEA MAP assessment, compared to average national score. The school is assigned
a percentile representing where the school would fall on the national distribution.
Calculation:
 For each school, a national average comparison RIT score will be calculated. This will be the mean of the national average RIT
scores at each grade level, weighted by the number of students in each grade level at the school. This comparison score will
therefore represent a national average school with the same proportion of students at each grade level. Average scores will be
based on NWEA’s national school-level norms.
 The national average comparison score for each school represents a 50th percentile school.
 The school will receive a percentile score based on how far above or below the 50th percentile it scored.
SQRP Scoring:
Percentile
1 point
2 points
3 points
4 points
5 points
Under 10th
10th to 39th
40th to 69th
70th to 89th
90th or above
Notes:
Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during
the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5.
Office of Accountability
33
NWEA Attainment Percentile (2nd grade)
Definitions:
 Average Spring RIT score of 2nd grade students on the NWEA MAP assessment, compared to average national score. The school
is assigned a percentile representing where the school would fall on the national distribution.
Calculation:
 The average RIT score for 2nd grade students in the spring will be compared to the national average score for 2nd grade. The
national average score will be based on NWEA’s national school-level norms.
 The school will receive a percentile score based on how far above or below the 50th percentile it scored.
SQRP Scoring:
Percentile
1 point
2 points
3 points
4 points
5 points
Under 10th
10th to 39th
40th to 69th
70th to 89th
90th or above
Notes:
Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time
during the year. Does not include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5.
Office of Accountability
34
ELL Language Development Growth (ACCESS)
Definitions:
 Percentage of ELL students meeting individual growth targets on the ACCESS Composite score.
Calculation:
 Each student’s ACCESS Composite score is compared to a target score based on the student’s prior year score.
 Target scores will represent reasonable annual progress and will be adjusted for the student’s score in the prior year. These
targets are currently under development by CPS.
 Schools are rated in the SQRP on the percentage of students meeting their individual target score as follows:
 Numerator: Number of students meeting individual growth target on ACCESS Composite.
 Denominator: Number of students taking the ACCESS assessment. Denominator is limited to students who have a valid
score in both years.
SQRP Scoring:
Percentage
1 point
2 points
3 points
4 points
5 points
Under 25%
25% to
34.9%
35% to
44.9%
45% to
54.9%
55% or higher
Notes:
Students are assigned to the school where they were enrolled for the most time between ACCESS administrations.
Office of Accountability
35
Attendance Rate (K-8th grade)
Definitions:
 Average daily attendance rate of the school, adjusted for students with medically fragile conditions and early graduation for 8th
and 12th graders.
Calculation:
 Numerator: Total number of present days for students during the year.
 Denominator: Total number of membership days for students during the year.
 For the SQRP rating only, students are removed from the calculation if they are homebound, “medically fragile” per their IEP,
or in 8th or 12th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if
they improve the school’s attendance rate.
SQRP Scoring:
Attendance Rate
1 point
2 points
3 points
4 points
5 points
Under 90%
90% to 92.9%
93% to 94.9%
95% to 95.9%
96% or above
Notes:
Students are attributed to each school in which they were enrolled, but only for the days in which they were enrolled in that school.
Office of Accountability
36
5Essentials
Definitions:
 Overall rating of the school on the 5 Essentials survey (a primary component of the My Voice, My School survey for students and
teachers) administered in the Spring.
Calculation:
 Ratings are calculated by the Consortium on Chicago School Research at the University of Chicago.
 The overall rating of the school is determined using data from all 5 essentials, or from whatever combination of essentials for
which the school has sufficient data.
SQRP Scoring:
Overall Rating
1 point
2 points
3 points
4 points
5 points
Not Yet
Organized for
Improvement
Partially
Organized for
Improvement
Moderately
Organized for
Improvement
Organized for
Improvement
Well-Organized
for Improvement
Notes
The school must have a minimum level of participation of 50% for the calculation of a rating.
Office of Accountability
37
The 5 Essentials
 The 5 Essentials are a diagnostic tool measuring schools’ strengths and weaknesses based on 20 years of research by CCSR.

•
They help schools organize, prioritize, evaluate, and achieve sustainable improvement.
•
Surveys are administered in the Spring to 6-12th grade students and all teachers.
Schools in Chicago that make progress on 3 of 5 of the Essentials are 10 times more likely to make substantial improvement than
schools that do not.
Office of Accountability
The 5 Essentials
Description
Primary
Responder
Effective Leaders
The principal works with teachers to promote
professional growth and school success
Teachers
Collaborative
Teachers
Teachers collaborate to promote professional
growth and school success
Teachers
Involved Families
The entire staff involves families and communities
to advance student learning
Teachers
Supportive
Environment
The school is safe, demanding and supportive
Students
Ambitious
Instruction
Classes are challenging and engaging
Students
38
Data Quality Index
Definitions:
 Data Quality Index (DQI) score, which is the percent of data quality indicators that are correct in CPS data systems. The DQI used in
the SQRP will include a subset of the data quality sections reported on the Dashboard. DQI will be calculated at the end of the year
before year end processing.
Calculation:
 For each of the 4 categories of the DQI, the percent of errors is calculated as follows:
 Numerator: Number of outstanding data quality errors that need to be corrected for the category
 Denominator: Total number of data quality checks performed for the category
 The DQI scores used in the SQRP will be 100% minus this percentage.
 The overall DQI score is calculated as a weighted average of the category percentages using the following weights:
DQI Category
Weight
Attendance
Registration and Enrollment
Student Contact Information
Student Health
40%
40%
15%
5%
SQRP Scoring:
Data Quality Index
Office of Accountability
1 point
2 points
3 points
4 points
5 points
Under 85%
85% to 89.9%
90%-94.9%
95%-98.9%
99% or above
39
High School Indicators
Office of Accountability
40
EPAS Growth Percentile
Definitions:
 Average Spring-to-Spring Composite score growth of students on the EPAS assessment series (EXPLORE, PLAN and ACT),
compared to national average growth for schools with the same average pretest score. The school is assigned a percentile
representing where it would fall on the national school-level distribution.
Calculation:
 For each school, a national average comparison growth score will be calculated. This is the weighted mean of the national average
growth scores at each grade level, controlling for the school’s average pretest performance and weighted by the number of students
in each grade level at the school. This comparison score will therefore represent an average national school with the same pretest
averages and the same proportion of students at each grade level. National averages will be based on data from ACT, Inc.
 The national average comparison score for each school represents a 50th percentile school in terms of growth.
 The school will receive a percentile score based on how far above or below the 50th percentile it scored.
SQRP Scoring:
Percentile
1 point
2 points
3 points
4 points
5 points
Under 10th
10th to 39th
40th to 69th
70th to 89th
90th or above
Notes:
Student must have taken all four subject tests in both periods to be included. Students retained in a grade level are not included. Students are assigned to schools
based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not include students with an IAA indicator in
their IEP and students with an ACCESS Literacy score less than 3.5. The pretest score for 9 th grade growth will be measured using the 8th grade EXPLORE in 20132014 and 8th grade NWEA assessment in subsequent years. NWEA scores will be equated to the EPAS scale to establish a pretest average.
Office of Accountability
41
Sample High School
9th Grade EXPLORE
Grade
# Students
Average
Pretest
Score
National
Avg.
Growth
215
14.1
+0.6
Percentile Range Targets
14.2
9th
This is the number
of students with a
valid pretest and
posttest score.
Students are
attributed to the
school where they
were enrolled the
greatest amount of
time during the year.
This is the
average pretest
score for this
school’s 9th
graders. Starting
in 2014-15, this
score will be
converted from
students’ 8th
grade NWEA RIT
scores to the
EPAS scale.
10th
This is the
national
average
growth for 9th
grade for a
school with
an average
pretest score
of 14.1.
14.6
40th
14.7
50th
The 50th percentile
score is the sum of
14.1 and 0.6. This
is the national
average posttest
score in 9th grade
for a school with
an average pretest
score of 14.1.
14.9
70th
Average
Posttest
Score
Growth
Percentile
14.5
32nd
15.2
90th
Other cut
points are
established
based on
distance
from the
50th
percentile.
This is the actual
growth percentile
of the school
based on the
average posttest
score. This school
will fall into the 2point range, which
is from 10th to 40th
percentile.
Note: The numbers in this example are based on fall-to-spring norms from
CPS data. ACT has provided national spring-to-spring norms that were
used in actual SQRP calculations.
Office of Accountability
42
Sample High School
All Grades EPAS
# Students
Average
Pretest
Score
National
Avg.
Growth
9th
215
14.1
+0.6
10th
187
15.4
+0.7
11th
154
16.8
+1.5
556
15.3
+0.9
Grade
All Grades
Average
Percentile Range Targets
14.2
14.6
10th
15.6
16.0
10th
17.7
15.8
This is the average
pretest score for the
school, weighted by the
number of students in
each grade.
40th
18.2
10th
40th
16.1
10th
This is the national
average growth for a
school with the same
pretest scores and the
same proportion of
students in each grade.
40th
40th
14.7
50th
16.1
50th
18.3
50th
16.2
50th
14.9
70th
16.3
70th
18.6
70th
16.3
70th
Average
Posttest
Score
Growth
Percentile
14.5
32nd
16.4
80th
18.4
58th
16.2
56th
15.2
90th
16.6
90th
18.9
90th
16.6
90th
This is the overall percentile, which is
based on the difference between the
school’s actual growth and the
national average growth. This school
would earn 4 points in the policy.
Note: The numbers in this example are based on fall-to-spring norms from
CPS data. ACT has provided national spring-to-spring norms that were
used in actual SQRP calculations.
Office of Accountability
43
EPAS Priority Group Growth
Definitions:
 There are 4 possible priority group measures for each school – one for each of the following 4 priority groups:
• English Language Learners (ELL)
• Students with an IEP (does not include 504 plans)
• African-American students
• Hispanic students
 Each priority group must have at least 30 students for a growth percentile to be calculated.
 Each priority group with at least 30 students will receive a priority group score which will account for 2.5% of the school’s rating. If a priority group
has fewer than 30 students, the 2.5% weighting will be added to the school’s overall EPAS Growth Percentile metric.
Calculation
 Each priority group will receive an EPAS Growth Percentile based on the methodology described in the “EPAS Growth Percentile” section.
 The priority group’s percentile will be based on a comparison of the average growth of the priority group to the average growth of a national school
with the same pretest scores.
 Note: The national average comparison scores do not account for demographics, so the school’s priority groups will be compared to a national
average for students with the same pretest scores, including students that are not in that priority group.
SQRP Scoring
Percentile
Office of Accountability
1 point
2 points
3 points
4 points
5 points
Under 10th
10th to 29th
30th to 49th
50th to 69th
70th or above
44
EPAS Attainment Percentile
Definitions:
 Average Spring Composite score of students on the EPAS assessment series , compared to average national score. The school
is assigned a percentile representing where the school would fall on the national distribution.
Calculation:
 For each school, a national average comparison score will be calculated. This will be the mean of the national average scores at
each grade level, weighted by the number of students in each grade level at the school. This comparison score will therefore
represent a national average school with the same proportion of students at each grade level.
 The national average comparison score for each school represents a 50th percentile school.
 The school will receive a percentile score based on how far above or below the 50th percentile it scored.
SQRP Scoring:
Percentile
1 point
2 points
3 points
4 points
5 points
Under 10th
10th to 39th
40th to 69th
70th to 89th
90th or above
Notes:
Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time during the year. Does not
include students with an IAA indicator in their IEP and students with an ACCESS Literacy score less than 3.5.
Office of Accountability
45
Four-Year Graduation Rate
Definitions:
 Percent of students who were first-time freshmen four years prior that have graduated.
Calculation:
 Numerator: Number of students in the 4-year cohort who have graduated, including students who have
completed the requirements for graduation but remain enrolled under their IEP.
 Denominator: Number of students who were first-time freshmen in the school four years prior, excluding
students with a non-dropout leave code or a verified out-of-district transfer.
SQRP Scoring
Grad Rate
1 point
2 points
3 points
4 points
5 points
Under 55%
55% to 64.9%
65% to 74.9%
75% to 84.9%
85% or above
Notes:
Unverified out-of-district transfers whose transfer took place in the last 150 calendar days of the most recent school year are excluded
in this rate. Includes summer graduates.
Office of Accountability
46
Freshmen On-Track (FOT)
Definitions:
 Percent of students earning 5 or more credits and failing no more than 1 semester core course during their 9 th grade
year.
Calculation:
 Numerator: Number of first-time freshmen meeting the above criteria.
 Denominator: Number of first-time freshmen enrolled at the school.
SQRP Scoring
FOT Rate
1 point
2 points
3 points
4 points
5 points
Under 60%
60% to 69.9%
70% to 79.9%
80% to 89.9%
90% or above
Notes:
Students are assigned to schools based on “annualized” school, which is the school where the student was enrolled for the most time
during the year. Dropouts and unverified transfers are considered off-track. Measure only includes students who are in the 9th grade for the
first time. Students with no credits attempted in the first semester are excluded.
Office of Accountability
47
One-Year Dropout Rate
Definitions:
 Percent of students in grades 9-12 dropping out during the year.
Calculation:
 Numerator: Number of students whose end-of-year status is a dropout status or who have transferred out of
district and whose transfer has not been verified.
 Denominator: Number of students enrolled or who were last enrolled at the school excluding students with a
non-dropout leave code or a verified out-of-district transfer.
SQRP Scoring
Dropout Rate
1 point
2 points
3 points
4 points
5 points
Over 8%
6.1% to 8%
4.1% to 6%
2.1% to 4%
2% or under
Notes:
Students are assigned to the school where they were most recently enrolled. Unverified out-of-district transfers whose transfer took
place in the last 150 calendar days of the school year are not counted as dropouts in this rate. The rate used in the SQRP excludes
students who have previously dropped out in the previous 2 years.
Office of Accountability
48
Attendance Rate (Grades 9-12)
Definitions:
 Average daily attendance rate of the school, adjusted for students with medically fragile conditions and early graduation for 8th and
12th graders.
Calculation:
 Numerator: Total number of present days for students during the year.
 Denominator: Total number of membership days for students during the year.
 For the SQRP rating only, students are removed from the calculation if they are homebound, “medically fragile” per their IEP, or in
8th or 12th grade subsequent to the first date on which CPS permits graduation. These adjustments will only be made if they
improve the school’s attendance rate.
SQRP Scoring:
Attendance Rate
1 point
2 points
3 points
4 points
5 points
Under 80%
80% to 84.9%
85% to 89.9%
90% to 94.9%
95% or above
Notes:
Students are attributed to each school in which they were enrolled, but only for the days in which they were enrolled in that school.
Office of Accountability
49
Early College and Career Credentials
Definitions:
 Percent of students graduating from the school with at least one credit from an approved early college course, a 3+ on an
AP exam, a 4+ on an IB exam, or an approved career certification.
Calculation:
 Numerator: Number of students graduating from the school with one of the credentials listed above.
 Denominator: Number of students graduating from the school.
SQRP Scoring
Early College and
Career Credentials
1 point
2 points
3 points
4 points
5 points
Under 10%
10% to 19.9%
20% to 29.9%
30% to 39.9%
40% or more
Notes:
The denominator includes all graduates in the most recent years, regardless of graduating class. Early college courses and career certifications
will need to be pre-approved to count in the metric; schools will have the opportunity to view pre-approved courses or apply for approval for
additional offerings. Students meeting multiple criteria are only counted once in the measure.
Office of Accountability
50
College Enrollment and Persistence
Definitions:
 College Enrollment: The percentage of students enrolled in college in the fall after graduation from high school.
 College Persistence: The percentage of students enrolled in college in the fall after graduation from high school that remain enrolled in
college the following fall.
Calculation:
 For college enrollment rate:
 Numerator: The number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school, as determined
by the National Student Clearinghouse.
 Denominator: The number of students graduating from the school in the prior year.
 For college persistence rate:
 Numerator: The number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school that remain
enrolled in college in the following fall, as determined by the National Student Clearinghouse.
 Denominator: Number of students enrolled in a 2-year or 4-year college in the fall after graduating from high school.
SQRP Scoring:
1 point
2 points
3 points
4 points
5 points
College Enrollment Rate
Under 45%
45% to 54.9%
55% to 64.9%
65% to 74.9%
75% or above
College Persistence Rate
Under 55%
55% to 64.9%
65% to 74.9%
75% to 84.9%
85% or above
Office of Accountability
51
5Essentials
Definitions:
 Overall rating of the school on the 5 Essentials survey (My Voice, My School) administered in the Spring.
Calculation:
 Ratings are calculated by the Consortium on Chicago School Research at the University of Chicago.
 The overall rating of the school is determined using data from all 5 essentials, or from whatever combination of essentials for which the
school has sufficient data.
SQRP Scoring:
Overall Rating
1 point
2 points
3 points
4 points
5 points
Not Yet
Organized for
Improvement
Partially
Organized for
Improvement
Moderately
Organized for
Improvement
Organized for
Improvement
Well-Organized
for Improvement
Notes
The school must have a minimum level of participation of 50% for the calculation of a rating.
Office of Accountability
52
The 5 Essentials
 The 5 Essentials are a diagnostic tool measuring schools’ strengths and weaknesses based on 20 years of research by CCSR.

•
They help schools organize, prioritize, evaluate, and achieve sustainable improvement.
•
Surveys are administered in the Spring to 6-12th grade students and all teachers.
Schools in Chicago that make progress on 3 of 5 of the Essentials are 10 times more likely to make substantial improvement
than schools that do not.
Office of Accountability
The 5 Essentials
Description
Primary
Responder
Effective Leaders
The principal works with teachers to promote
professional growth and school success
Teachers
Collaborative
Teachers
Teachers collaborate to promote professional
growth and school success
Teachers
Involved Families
The entire staff involves families and communities
to advance student learning
Teachers
Supportive
Environment
The school is safe, demanding and supportive
Students
Ambitious
Instruction
Classes are challenging and engaging
Students
53
Data Quality Index
Definitions:
 Data Quality Index (DQI) score, which is the percent of data quality indicators that are correct in CPS data systems. The DQI used
in the SQRP will include a subset of the data quality sections reported on the Dashboard. DQI will be calculated at the end of the
year before year end processing.
Calculation:
 For each of the 4 categories of the DQI, the percent of errors is calculated as follows:
 Numerator: Number of outstanding data quality errors that need to be corrected for the category
 Denominator: Total number of data quality checks performed for the category
 The DQI scores used in the SQRP will be 100% minus this percentage.
 The overall DQI score is calculated as a weighted average of the category percentages using the following weights:
DQI Category
Weight
Attendance
Registration and Enrollment
Student Contact Information
Student Health
40%
40%
15%
5%
SQRP Scoring:
Data Quality Index
Office of Accountability
1 point
2 points
3 points
4 points
5 points
Under 85%
85% to 89.9%
90%-94.9%
95%-98.9%
99% or above
54
Option School Indicators
Office of Accountability
55
Average Student Growth Percentile
Definitions
 Average Fall-to-Spring, Fall-to-Winter, or Winter-to-Spring growth percentile of students on the STAR reading and
math assessments.
Calculation
 For each school, an average student growth percentile will be calculated from available individual growth
percentiles from Fall-to-Spring, Fall-to-Winter, or Winter-to-Spring windows.
 An average student growth percentile is calculated separately for reading and math.
Performance Policy Scoring
Percentile
1 point
2 points
3 points
4 points
5 points
Under 30th
30th to 39th
40th to 49th
50th to 59th
Above 60th
Notes
Student are counted once per subject. For example, if a student has Fall-to-Spring growth, the student’s Fall-to-Winter and
Winter-to-Spring percentiles are not used.
Office of Accountability
56
Percent Meeting Student Growth Targets
Definition

Percentage of students with a growth percentile of 40 or higher on the STAR reading and math assessments.
Calculation

Numerator: Number of students with a growth percentile of 40 or higher on the STAR assessment

Denominator: Number of students with valid pretest and posttest scores on the STAR assessment

This metric is calculated separately for reading and math.
Performance Policy Scoring
Percent
1 point
2 points
3 points
4 points
5 points
Under 35%
35% to 44.9%
45% to 54.9%
55% to 64.9%
65% or above
Notes
Student are counted once per subject. For example, if a student has Fall-to-Spring growth, the student’s Fall-to-Winter and
Winter-to-Spring percentiles are not used.
Office of Accountability
57
One-Year Graduation Rate
Definitions:
 Percent of graduation-eligible students who graduate by the end of the school year.
Calculation:
 Numerator: Number of graduation eligible students who graduate at any point during the school year
 Denominator: Number of students who, at the beginning of the school year or at the time of enrollment, have
sufficient credits such that they could graduate by the end of the school year if they took a full course load.
Performance Policy Scoring
1-Yr Grad Rate
1 point
2 points
3 points
4 points
5 points
Under 60%
60% to 69.9%
70% to 79.9%
80% to 89.9%
90% or higher
Notes
Verified transfers are excluded from the calculation. The definition of “full course load” will be individualized per the program
model.
Office of Accountability
58
Credit Attainment
Definitions:
 Percent of students who earn the total credits possible during their time of enrollment
Calculation:
 Numerator: Number of students earning the total credits possible during their time of enrollment
 Denominator: Number of students receiving grades during their time of enrollment
Performance Policy Scoring
Credit Attainment
1 point
2 points
3 points
4 points
5 points
Under 40%
40% to 49.9%
50% to 59.9%
60% to 69.9%
70% or above
Notes
Students who have not been enrolled long enough to earn credits are excluded. The total credits possible are
individualized per the program model.
Office of Accountability
59
Annual Stabilization Rate
Definitions:
 Percent of stable* students who are enrolled at the end of the school year, completed the program, or successfully
transitioned to another CPS school.
Calculation:
 Numerator: Number of stable students who enrolled at any time during the year and are enrolled at the end of the
year, complete the program, or successfully transition to another CPS school.
 Denominator: Number of stable students enrolled at any time during the year, excluding students with a non-dropout
leave code or a verified transfer.
Performance Policy Scoring
Stabilization Rate
1 point
2 points
3 points
4 points
5 points
Under 60%
60% to 69.9%
70% to 79.9%
80% to 89.9%
Over 90%
Notes:
* Stable refers to students who have accumulated at least 42.5 membership days. Unverified out-of-district transfers are
counted as dropouts in this rate.
Office of Accountability
60
Attendance Rate
Definitions
 Average daily attendance rate of the school.
Calculation
 Numerator: Total number of present days for students during the year.
 Denominator: Total number of membership days for students during the year.
Performance Policy Scoring
Attendance Rate
1 point
2 points
3 points
4 points
5 points
Under 60%
60% to 69.9%
70% to 79.9%
80% to 89.9%
90% or above
Notes
For the Performance Policy rating only, students are removed from the calculation if they are homebound, “medically fragile”
per their IEP, or in 8th or 12th grade subsequent to the first date on which CPS permits graduation. These adjustments will
only be made if they improve the school’s attendance rate.
Office of Accountability
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Growth in Attendance Rate
Definitions
 Percent of stable* students who show an improvement of at least 3 percentage points in their individual daily
attendance rates at an Option School compared to their daily attendance rate in the previous school year.
Calculation
 Numerator: Number of stable students whose current year attendance rate at their school of enrollment is at least
3 percentage points greater than their average year-end attendance rate during the previous school year or who
have maintained a 90% attendance rate in the current year
 Denominator: Number of stable students with documented current year attendance
Performance Policy Scoring
Growth in Attendance
1 point
2 points
3 points
4 points
5 points
Under 60%
60% to 69.9%
70% to 79.9%
80% to 89.9%
90% or above
Notes
* Stable refers to students who have accumulated at least 42.5 membership days. Students without documented attendance from the previous
school year who have at least 42.5 days of membership will be counted positively.
Office of Accountability
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